PREREQUISITE SKILLS: This is a required course for the Forensic Track, third year.It is open to other students as space allows, with permission of the instructor. COURSE DESCRIPTION: A primary purpose of this course is the sensitization and development of forensic psychologists.This includes a solid knowledge base about disability issues in forensic contexts.The course provides an overview of key concepts, including prejudice, stigma and discrimination against persons with disabilities, and statutes and case laws on the civil rights of persons with disabilities as they relate to procreation, custody, parenting, and family life.Also covered are specific legal areas such as IDEA, IEPs, early intervention laws, AB 3632 (requirement of mental health services for kids in special education).The course explores the legal and practical remedies available to families with disabilities, and the barriers to these remedies.The effects of multiple barriers (e.g., accessibility, legal, transportation, communication) on family life for families with disabilities are examined. INSTRUCTIONAL OBJECTIVES: 1.Establish a foundation for understanding the experiences and perspectives of families with disabilities, and the ramifications of disability for families. 2.Develop an understanding of various models of disability. 3.Understand the key laws that affect families with disabilities. 4.Gain knowledge of case law related to families with disabilities. 5.Gain knowledge of effective negotiation/advocacy skills. EVALUATION OF STUDENT LEARNING: [100 points needed to pass the class.] 1.Attendance (students may not miss more than one morning or afternoon of the class, anymore than this will put you at risk for not getting full credit for the class and will result the reduction of one letter grade.Missing one day or more will result in an automatic F in the class.). [20 points] 2.Participation in class activities and discussions. [40 points] 3.Mini homework assignments [40 points] CLASS COMPONENT ON DIVERSITY: Course emphasizes diversity of populations.Diversity issues will include gender, ethnicity, religion, sexual preference, disability status, and age, and cross-category identities.Additionally, cognitive diversity will be addressed through multimodal teaching techniques.Please discuss any learning needs with the instructor. DISABILITY RELATED ACCOMMODATIONS AND ACCESSIBILITY: If you need disability-related accommodations in this class, please see me privately. All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support from Alliant International University's Disability Coordinator. READING LIST: Required Reading (all books are available on Bookshare.org for students with disabilities): Kalyanpur, M & Harry, B (1999).Culture in Special Education:Building Reciprocal Family-Professional Relationships.Paul H Brookes Publishing. Olkin, R. (1999).What psychotherapists should know about disability.Guilford Press.(Available in hardback, paperback, and on disk.).RFBD bookshelf number:GC094 Ury, R. (1991), Getting Past No, Arrow (Available in book, audio tape-Audible.com). RFBD bookshelf number:AB-DR975 TOPICS 1.Basic facts about people with disabilities (e.g., disability versus handicap, SES, types of and dimensions of disability, employment rates). 2.Conceptualizing disability and models of disability. 3.Laws and social history; pervasive discrimination. 4.What are the different disabilities and what do you have to know about them as a psychologist. 5.Families with disabilities: (A)Parents with disabilities with children <18 in the home. (B)Partners with disabilities. (C)Baby and child with disabilities. (D)Children and adults with disabilities and the school system. (E)Older adults with disabilities. 6.Negotiation skills 7.Implications of the ADA for the training of psychologists. 8.Testing and accommodations. 9.Assistive technology and the Technology Act of 1988. 10.Responsible research and practice. Pick-Your-Own-Assignment In order to receive full credit for this class, you are required to do 40 points of mini-homework assignments.You can do any number of homework assignments, as long as they add up to at least 40 points.You will receive credit when you proof that you have accomplished the assignment.If you are unsure what some of the topics mean (such as Accessibility Bingo) you should understand almost everything after the first day of class.You can hand in assignments in class, in my box, or over email.PLEASE BE SURE TO TRACK YOUR ASSIGNMENTS ON THE SHEET ATTACHED.You may choose from the following assignments: 3 point assignments
Learn 10 signs from ASL (instructor will assess)
Do accessibility Bingo at your internship/practicum (submit filled out bingo card)
Find and report to class 5 community resources for the resource list (I encourage you all to do this one!!)
Do accessibility Bingo in your neighborhood (submit filled out bingo card)
Research an article on a disability issue (summarize/reflect on it-1 page)
Find 10 websites on 1 disability topic for the resource list
Find 10 toys that are accessible for children with disabilities (submit pictures/indicate disability and explain why)
Find 10 books appropriate for children with disabilities (submit titles)
Create your own Assignment
5 point assignments
Watch a movie or TV show and analyze it/apply what you have learned (write 1 page reflection).Some videos will be reserved under my name in the library
Create a poster board of images of disability in the media (chose 1 topic to think about, i.e. Images of Blind people in the media)
Go to a disability organization and collect information.(I encourage you all to do this one!!)
Create a tip sheet for your co-workers or parents on advocacy/special ed law/other issues
Go to your local library and report back disability related services that they offer
Experiment with assistive technology (1 page reflection)
Write a poem or a song about disability
Write a one to two page reflection journal of what you are learning in class.
Discuss with someone outside of class about the concepts you read and learn about.Write a one page reflection (5 points)
Create your own assignment (5points)
10 point assignments
Observe a special education class (write 2 page summary and reflection)
Attend a disability event (write a 2 page reflection)
Apply concept in class (write 2 page summary of concept and how it was applied)
Attend an IEP (write a 2 page reflection)
Do an in-service at your practicum on a disability issue (Submit outline and 1-2 page reflection)
Teach a disability lesson to a group of children, teens, or adults (Submit outline and 1 page reflection)
Present to friends/family on a disability topic.Submit outline and 1 page reflection
Discuss with your boss or internship director how people with disabilities are currently being served and what else could be implemented to serve them better.Submit notes.
Interview a person with a disability (NOT AN AIU student) and report on their experience.
Interview a lawyer about disability issues.
Create a materials for your clients on the laws and advocacy.
Create your own assignment
20 point assignments Unless otherwise specified, the following projects could be complete as mini-term papers (3 pages+), powerpoints (approx. 20 slides), or as elaborate poster boards (think science fair).
Research on a topic in psychology and disability.Write a mini-term paper (3 pages+, power-point or poster board
Apply the cultural model of disability to a theory in psychology.How might the theory need to change to accommodate the disability experience?
How does Disability apply cross-culturally?Investigate how the meaning of disability means different things to different cultures.What are clinical implications?
Make a film about a topic in disability and psychology.
Write 5 pages of your dissertation with disability in mind.
Write a manual for therapists on how to accommodate a person with a disability in the academic or assessment environment.
Create a website for therapists on disability issues
Using your own experience as a person with a disability, reflect on this experience and come up with guidelines and information you want other therapists, teachers, or parents to know about.
COURSE INFORMATION
Semester: Fall, 2009
Course title: Disability, Law & Families
Year Level: G3 Units: 2
Day/Time: 4 weekend days: 9/26, 9/27, 10/17, 10/18
CONTACT INFORMATION
Office: Student Services, 116
Phone: 415-955-2164/510-538-4222
Email: **drghiselli@yahoo.com**
PREREQUISITE SKILLS:
This is a required course for the Forensic Track, third year. It is open to other students as space allows, with permission of the instructor.
COURSE DESCRIPTION:
A primary purpose of this course is the sensitization and development of forensic psychologists. This includes a solid knowledge base about disability issues in forensic contexts. The course provides an overview of key concepts, including prejudice, stigma and discrimination against persons with disabilities, and statutes and case laws on the civil rights of persons with disabilities as they relate to procreation, custody, parenting, and family life. Also covered are specific legal areas such as IDEA, IEPs, early intervention laws, AB 3632 (requirement of mental health services for kids in special education). The course explores the legal and practical remedies available to families with disabilities, and the barriers to these remedies. The effects of multiple barriers (e.g., accessibility, legal, transportation, communication) on family life for families with disabilities are examined.
INSTRUCTIONAL OBJECTIVES:
1. Establish a foundation for understanding the experiences and perspectives of families with disabilities, and the ramifications of disability for families.
2. Develop an understanding of various models of disability.
3. Understand the key laws that affect families with disabilities.
4. Gain knowledge of case law related to families with disabilities.
5. Gain knowledge of effective negotiation/advocacy skills.
EVALUATION OF STUDENT LEARNING: [100 points needed to pass the class.]
1. Attendance (students may not miss more than one morning or afternoon of the class, anymore than this will put you at risk for not getting full credit for the class and will result the reduction of one letter grade. Missing one day or more will result in an automatic F in the class.). [20 points]
2. Participation in class activities and discussions. [40 points]
3. Mini homework assignments [40 points]
CLASS COMPONENT ON DIVERSITY:
Course emphasizes diversity of populations. Diversity issues will include gender, ethnicity, religion, sexual preference, disability status, and age, and cross-category identities. Additionally, cognitive diversity will be addressed through multimodal teaching techniques. Please discuss any learning needs with the instructor.
DISABILITY RELATED ACCOMMODATIONS AND ACCESSIBILITY:
If you need disability-related accommodations in this class, please see me privately. All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support from Alliant International University's Disability Coordinator.
READING LIST:
Required Reading (all books are available on Bookshare.org for students with disabilities):
Kalyanpur, M & Harry, B (1999). Culture in Special Education: Building Reciprocal Family-Professional Relationships. Paul H Brookes Publishing.
Olkin, R. (1999). What psychotherapists should know about disability. Guilford Press. (Available in hardback, paperback, and on disk.). RFBD bookshelf number: GC094
Ury, R. (1991), Getting Past No, Arrow (Available in book, audio tape-Audible.com). RFBD bookshelf number: AB-DR975
TOPICS
1. Basic facts about people with disabilities (e.g., disability versus handicap, SES, types of and dimensions of disability, employment rates).
2. Conceptualizing disability and models of disability.
3. Laws and social history; pervasive discrimination.
4. What are the different disabilities and what do you have to know about them as a psychologist.
5. Families with disabilities:
(A) Parents with disabilities with children <18 in the home.
(B) Partners with disabilities.
(C) Baby and child with disabilities.
(D) Children and adults with disabilities and the school system.
(E) Older adults with disabilities.
6. Negotiation skills
7. Implications of the ADA for the training of psychologists.
8. Testing and accommodations.
9. Assistive technology and the Technology Act of 1988.
10. Responsible research and practice.
Pick-Your-Own-Assignment
In order to receive full credit for this class, you are required to do 40 points of mini-homework assignments. You can do any number of homework assignments, as long as they add up to at least 40 points. You will receive credit when you proof that you have accomplished the assignment. If you are unsure what some of the topics mean (such as Accessibility Bingo) you should understand almost everything after the first day of class. You can hand in assignments in class, in my box, or over email. PLEASE BE SURE TO TRACK YOUR ASSIGNMENTS ON THE SHEET ATTACHED. You may choose from the following assignments:
3 point assignments
(submit filled out bingo card)
5 point assignments
10 point assignments
20 point assignments
Unless otherwise specified, the following projects could be complete as mini-term papers (3 pages+), powerpoints (approx. 20 slides), or as elaborate poster boards (think science fair).
Keeping Track of Disability Assignments